“…Studies conducted in the United States, have shown that the proximal processes experienced in the family and at school can act as protective factors for students who are facing individual or social adversities (Baker, Grant, & Morlock, 2008;Loukas, Roalson, & Herrera, 2010;O'Connor & McCartney, 2006;Whittaker, Harden, See, Meisch, & Westbrook, 2011). Although scarce, this kind of studies can be of great social relevance also to developing countries, such as Brazil (Diniz, Piccolo, Paula Couto, Salles, & Koller, 2013;Raffaelli, Koller, & Cerqueira-Santos, 2012), which have a large number of vulnerable children and adolescents due to high levels of social inequality or sociocultural characteristics (United Nations Children's Fund [UNICEF], 2012).…”